Sustaining School-Based Individualized Positive Behavior Support

Linda M. Bambara · Stacy L. Nonnemacher · Lee Kern

115 citations0/0 files storedJournal of Positive Behavior Interventions

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Behavioral and Psychological Studies School Health and Nursing Education Education Discipline and Inequality

Abstract

This qualitative interview study investigates the perceived barriers and enablers to implementing and sustaining individualized positive behavior supports (IPBS) by school-based team members across five stakeholder groups. The findings reveal specific factors across five broad themes: (a) school culture, (b) administrative leadership and support, (c) structure and use of time, (d) ongoing professional development, and (e) family and student involvement. The findings offer insight into the interconnectedness of factors that can interfere with or support IPBS in schools and suggest implications for practice and future research.

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References

1990Qualitative evaluation and research methods 1990Qualitative evaluation and research methods 2014Education and Treatment of Children 1997A Guide to Conducting Consensual Qualitative Research 2002Positive Behavior Support 2006A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support 1996Positive Behavioral Support: Including People with Difficult Behavior in the Community.1999Positive Behavior Support for People with Developmental Disabilities: A Research Synthesis

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2016An exploratory investigation of teachers' intervention planning and perceived implementation barriers 2011The Impact of Working Alliance, Social Validity, and Teacher Burnout on Implementation Fidelity of the Good Behavior Game 2018Reducing challenging behaviour of adults with intellectual disabilities in supported accommodation: A cluster randomized controlled trial of setting-wide positive behaviour support 2012Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings 2014

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